Primary Teachers' Collective Agreement
This document provides the terms and conditions of employment for teachers in state and state integrated primary schools in New Zealand.
The term of this collective agreement is 9 June 2016 to 8 June 2018.
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Appendix 7: Terms of Settlement and Elements from Previous Settlements
Primary Teachers' Collective Agreement
Effective: 9 June 2016 to 8 June 2018
We are making improvements to our Download to Print functionality, so if you want a printed copy of this agreement please download the PDF version of the Primary Teachers' Collective Agreement.
Terms of Settlement and Elements from Previous Settlements
Terms of Settlement - Primary Teachers's Collective Agreement Dated 9 June 2016
This document sets out the agreed components of the settlement of the Primary Teachers’ Collective Agreement 2016-2018. This agreement has been settled between the Ministry of Education and the NZEI Te Riu Roa and shall be subject to ratification by NZEI Te Riu Roa members pursuant to section 51 of the Employment Relations Act 2000.
The document comprises both the following elements of the settlement and attachments which provide specific clauses/changes to the provisions of the collective agreement. Full details of each provision are contained in this Terms of Settlement, including attachments.
The term will be 24 months from the date of settlement (9 June 2016 to 8 June 2018), provided ratification is confirmed and the new collective agreement is signed no later than 3pm 29 June 2016. If not, the term will be 24 months from the date of ratification.
The parties agree that the increases to base salary for teachers who, on the date of settlement, are NZEI Te Riu Roa members employed under the terms of this Agreement will take effect from 2 May 2016 and 2 May 2017 respectively. The effective dates of these increases are subject to confirmation of ratification and the signing of the new collective agreement by 3pm 29 June 2016.
In the event that ratification is not confirmed and the new collective is not signed by 3pm 29 June 2016, the increases to base scale salary rates below will take effect from the date of ratification and 12 months from the date of ratification respectively.
The parties agree to increase the teacher base salary scale by 2% effective from 2 May 2016 and by a further 2% effective from 2 May 2017. Below is the table detailing the changes to the salary scale:
Step Current Rate effective 2 May 2016 Rate effective 2 May 2017 1 $35,267 $35,972 $36,692 2 $37,979 $38,739 $39,513 3 $42,046 $42,887 $43,745 4 $46,117 $47,039 $47,980 5 $47,662 $48,615 $49,588 6 $49,508 $50,498 $51,508 7 $52,220 $53,264 $54,330 8 $57,306 $58,452 $59,621 9 $61,447 $62,676 $63,929 10 $65,788 $67,104 $68,446 11 $69,099 $70,481 $71,891 12 $73,000 $74,460 $75,949
Refer clause 3.1.7
The parties agree to increase the entry salary rate and the maximum salary rate for untrained employees by 2% effective from 2 May 2016 and by a further 2% effective from 2 May 2017 as follows:
Step Current Rate effective 2 May 2016 Rate effective 2 May 2017 Entry $31,196 $31,820 $32,456 Maximum $32,553 $33,204 $33,868
Refer clause 3.3.2
3. Career Framework and Remuneration Review
The parties, together with the New Zealand School Trustees Association, agree to review the career framework and remuneration structures, including the incentives for the recruitment and retention of teachers in particular schools. The agreed Terms of Reference are outlined in Attachment A.
4. Māori Immersion Teaching Allowance
The parties agree to amend clause 3.19 as outlined below:
3.19 Māori Immersion Teaching Allowance
- All teachers, as defined in clause 1.6.14, required to teach in te Reo Māori immersion classes at levels one, two or three as defined in Schedule 1 to this Agreement shall receive an allowance of $4,000 per annum. This allowance shall be pro-rated for part time teachers (based on the teacher’s total hours).
- From the start of the 2017 school year, all teachers, as defined in clause 1.6.14, required to teach in te Reo Māori immersion classes at level one who have more than three continuous years’ service teaching in level one Māori immersion classes shall receive an additional allowance of $2,000 per annum. This is in addition to the allowance described in clause 3.19(a). This allowance shall be pro-rated for part time teachers (based on the teacher’s total hours).
- From the start of the 2017 school year, for all teachers, as defined in clause 1.6.14, required to teach in te Reo Māori immersion classes at level one who have more than six continuous years’ service teaching in level one Māori immersion classes the additional allowance described in clause 3.19(b) shall increase to $4,000 per annum. This is in addition to the allowance described in clause 3.19(a). This allowance shall be pro-rated for part time teachers (based on the teacher’s total hours).
- The employer shall attest to the eligibility of teachers for these allowances according to the levels of te Reo Māori immersion outlined in Schedule 1 of this agreement.
- For clarity continuous service for the payment of the allowance in (b) and (c) above shall be interrupted but not broken by any periods of unpaid leave and/or breaks in teaching service and/or teaching service in classes other than Māori immersion level one.
5. Resource Teachers Deaf and Resource Teachers Vision
The parties have agreed to align the requirement to complete training with other Resource Teachers and teachers employed at van Asch Deaf Education Centre, Kelston Deaf Education Centre or the Blind and Low Vision Education Network New Zealand as follows:
Add a new sub-clause to clause 3.3.4 Resource Teachers and Regional Health School Teachers – Salary on Appointment as follows:
- Resource Teachers Deaf (RTD) and Resource Teachers Vision (RTV) will be allocated one permanent salary unit upon appointment subject to clause 3.3.5C below.
Add a new clause 3.3.5C as follows:
3.3.5C Resource Teachers Deaf (RTD) and Resource Teachers Vision (RTV)
- Teachers appointed to RTD and RTV positions will be required to complete a graduate qualification in Special Education (Hearing Impaired) or (Visually Impaired) or any other equivalent qualification specifically focused on teaching of the hearing or visually impaired, unless they:
- have been given an exemption by the Secretary; or
- already hold an applicable graduate qualification as per (a) above.
- Teachers required to complete a graduate qualification as per (a) above, will be eligible for the unit under clause 3.3.4(e) from the date they commence the RTD or RTV role.
- A teacher who does not complete the qualification within 48 months of appointment to the RTD or RTV role will cease to be eligible for the unit under clause 3.3.4(e).
- All teachers employed as RTD or RTV will be automatically eligible for the unit under clause 3.3.4(e) if no graduate programme as per (a) above, is available.
The parties also agree to clarify the criteria for the Braille and NZ Sign Language Allowance by replacing:
- ‘itinerant’ with ‘resource’ in clause 3.31(i)
- ‘itinerating recourse teachers of the deaf or itinerating resource teachers of the visually impaired’ with ‘Resource Teachers Deaf or Resource Teachers Vision’ in clause 3.31(ii)
Refer clauses 3.3.4, 3.3.5C, 3.31
6. Sick leave
The changes to the sick leave clauses in Part Four are intended to make the collective agreement easier to understand and be applied. It is not the intention of the parties to reduce the entitlement of any teacher to whom the sick leave clauses in Part Four apply.
The parties agree to replace clauses 4.1 and 4.2 and to renumber clauses 4.3 to 4.8 and check cross references.
Refer clauses 4.1- 4.4
7. Salary on Appointment
The addition of a new Appendix 6 – Salary on Appointment is intended to make the collective agreement easier to understand and be applied. It is not the intention of the parties to reduce the entitlement of any teacher. The parties agree that no change is to be interpreted as reducing the terms and conditions of any teacher covered by the provisions, or altering the operation or administration of those provisions.
The parties agree to:
- a new Appendix 6.
- amend clause 3.3.1(c) as follows:
- Teachers with previous teaching and/or other recognised service and/or relevant work experience other than teaching, shall be paid at the appropriate step of the relevant qualification group, subject to the provisions of Appendix 6.
- delete clauses 3.3.1(d), 3.3.1 (e), 3.3.1(f), 3.3.1(g); 3.4 and 3.5.
- renumber clauses 3.6 to 3.34 and check cross references.
Refer Appendix 6
8. Reimbursing Allowances
The parties agree to delete the Boarding Allowance (clause 5.3) and the Tea Allowance (clause 5.5), and amend clause 5.8 as outlined below, and renumber Part 5.
5.8 Expenses Incurred in Use of Private Vehicles
Motor vehicle allowance at a rate of 62c per km or equivalent public transport fares shall be reimbursed to employees required to use their own vehicle for official business.
Refer Part 5
9. Kapa Haka
The parties agree to introduce the equivalent of 100 teacher relief days per annum that will be available to teachers who are supporting students participating in Te Mana Kuratahi (the National Primary Kapa Haka Competition) or Polyfest Festival as follows:
2.11 Kapa Haka and Polyfest Relief Days
- 30 teacher relief days will be made available annually for teachers to attend Polyfest to support students participating in the Festival.
- 140 teacher relief days will be made available biennially for teachers to attend Te Mana Kuratahi (the National Primary Kapa Haka Competition) to support students participating in the competition.
Refer clause 2.11
10. Teacher Release Time
The parties agree that there will be a one-off provision of teacher release time for the 2017 school year. The one-off provision is for the purpose of strengthening the knowledge of the primary profession around the literacy and numeracy progressions as part of supporting teachers’ assessment and reporting practice across the national curricula.
The teacher release time will be calculated as one (1) day per each full-time equivalent teacher based on entitlement teachers only, as determined in the 2017 confirmed staffing notice. The value of the release time will be paid to each school in the July 2017 payment.
The release time is to fund relief teachers to enable class-room teachers to develop their knowledge as specified above, and disruption to classes will be minimised.
11. Education Council practising certificate fees
For the term of this Agreement, as outlined in 1. above, the Secretary for Education agrees to cover the cost of any fees set by the Education Council, pursuant to section 364(1) of the Education Act 1989, for the purposes of the issuing or renewal of practising certificates for teachers covered by the Primary Teachers’ Collective Agreement 2016-2018. The costs of any such fees over the period will be paid directly by the Secretary for Education to the Education Council.
12. Technical changes
The parties agree to make any technical changes that are mutually agreed prior to the signing of this document.
The parties on signing this document acknowledge, subject to any subsequent agreed editorial and technical changes, that this reflects the agreements reached in the settlement of the Primary Teachers’ Collective Agreement 2016-2018.
Signed in Wellington on 9 June 2016:
NZEI Te Riu Roa
for the Secretary for Education
Attachment A: PPCA/PTCA Career Framework Development Terms of Reference
The development of a coherent and aspirational framework that supports and builds quality leadership, teaching and learning across the system to advance every child’s education success throughout the learning pathway of the child.
- The principles underpinning the career development models for primary teachers and principals are:
- A focus on educational success for every child throughout their learning pathway.
- The need for effective resourcing, including the ability to target relevant resources to areas and schools of higher need.
- A commitment to our national language te Reo Māori and to the bicultural, treaty-based partnership in Aotearoa New Zealand.
- Consideration of the impact of changes to current models on individual principals and teachers to ensure no actual financial disadvantage in terms of diminishing their permanent remuneration at the time of transition to a new model, and assuming at least an equivalent role.
- Recognition of the uniqueness of local contexts and needs, and allowing the flexibility to respond to changing environments within a self-governing school environment.
- The support and promotion of the hau-ora of learners, teachers and leaders is essential to achieve positive outcomes.
In undertaking this work the parties recognise the importance of developing a career structure/system that:
- Promotes and recognises quality and innovative evidence-based practice.
- Is flexible and accessible with varied approaches to career development.
- Recognises the importance of appropriate professional development.
- Includes appropriate recognition for roles, responsibilities and expertise.
- Has a variety of robust, objective processes for appropriate recognition of career development.
- Has regard for system-level career development focussed on professional practice.
- Sets out clear opportunities and expectations for career development.
- Reflects our bi-cultural nation and multi-cultural society.
- Aligns with robust appraisal processes that are objective and based on relevant qualitative and quantitative evidence.
Our aims are to:
- develop and describe a coherent professional whole of career framework.
- identify what recognition best fits that framework.
- identify/describe how to scaffold roles/responsibilities onto that framework.
- build a framework which fits our self-governing school environment.
- build practical quality measures and clear expectations into such a framework.
- simplify, rather than complicate existing systems.
These aims are intended to lead to a career framework that sets out in stages the skills, knowledge and expertise required, within which a range of different roles/responsibilities could sit. Each stage would set out the pre-requisites/core competencies while allowing for optional components dependent on individual interest and skills and the needs of schools and communities.
These aims build on the work agreed as part of the variation following the Joint Initiative process.
4. Parties, Stakeholders and Working Relationships
The parties to this Terms of Reference are the Ministry of Education and the New Zealand Educational Institute Te Riu Roa. The New Zealand School Trustees Association (NZSTA) is invited to participate fully in this work to ensure the Ministry is able to meet its obligations to consult with the employer representative.
The parties and NZSTA will form a governance group and working parties to undertake this work. These groups will be responsible for developing a work plan to meet milestones agreed in this Terms of Reference. The work-plan will include clearly identified sector consultation and engagement timeframes
5. Governance Group
The governance group will be responsible for ensuring that work is progressing according to these Terms of Reference. It will provide guidance and direction to the working group(s). It is expected to do this with cognisance of the wider educational context within which this work sits. It will undertake stakeholder engagement as relevant. This may include the establishment of a sector reference group of other stakeholders. The governance group is committed to developing constructive, respectful working relationships.
6. Working Group
The working group(s) will be responsible for developing and implementing a work plan to undertake research and design work to meet the aims set out in this terms of reference. Sub-groups may be established to undertake particular pieces of work. This will include sector and stakeholder engagement and consultation as well as consideration of relevant research and information from national and international sources and other professional sectors. It will report regularly to the governance group and will act on guidance and direction received from the governance group.
The parties and NZSTA agree to work to maintain and further develop a constructive, respectful good faith working relationship.
The parties and NZSTA may choose to engage a facilitator or consult with ‘critical friends’ throughout the process.
The parties and NZSTA agree to commit the necessary resourcing to undertake this work.
The parties and NZSTA commit to beginning this work within 3 months of signing the new collective agreements for teachers and principals. The governance group and working group(s) will establish work plans to meet the following milestones:
- November 30 2016 work-plans including scope of work, sector engagement, research and development process signed off by governance group
- End of Term 1 2017 conceptual model(s) and key ideas described for career framework and remuneration structures for sector engagement and consultation
- Term 2 2017 sector engagement and consultation
- End of Term 4 2017, model(s) and key ideas updated from sector feedback described for further sector engagement
- Early Term 1 2018 final sector engagement and consultation
- End of Term 1 2018 design phase completed for:
- career framework, including scaffolding of different types of roles and responsibilities
- options for recognition identified
- fit of current arrangements considered.
It is acknowledged that there is further work to be undertaken by the parties and NZSTA to give/reach formal agreements to give effect to the development and then to implement it in the primary sector. This will be done through negotiations and other relevant processes as agreed by the parties and NZSTA.
8. Matters raised in bargaining
Other matters have been raised in negotiations by both or either party including resourcing for time, PLD access, remuneration structures, location-based allowances, the leadership challenges facing principals of Immersion schools in terms the additional workload and its impacts on retention of this group, hau ora and support for all teachers and principals. Both parties recognise the benefits of joint work on these topics to advancing the agenda or lifting every child’s educational success. Within the context of the work agreed in this document, the joint work could explore any issues, and where there is agreement, the best approaches to addressing those issues.
The parties have expressly agreed that matters related to the Advanced Classroom Expertise Teacher, teachers of the visually impaired and deaf at Van Asch, Kelston and BLENNZ, and recruitment and retention issues will be considered as part of this work.
Signed on behalf of the NZEI Te Riu Roa Date
Signed on behalf of the Secretary for Education Date
Witnessed by the New Zealand School Trustees Association Date
Attachment B: Elements from Previous Settlements
1. Transfers and Removals
The parties acknowledge that the intent of clause 6.6 is that reimbursements will be made for costs in relation to the sale and purchase of the teachers’ primary place of residence and not for holiday homes or investment properties but note that, in giving effect to the intention of the clause, consideration may be given to an individual teacher’s circumstances.
2. Professional Standards
The parties acknowledge that the professional standards used for the purpose of pay progression agreed to as part of this agreement are interim standards. The parties also acknowledge that the development of a set of standards for teachers could be achieved by the Education Council. The parties agree that it is desirable in the medium term for there to be a single set of standards for teachers. Therefore the parties agree to work co-operatively to review and if necessary to revise the standards in the agreement to ensure that the standards in the agreement are wherever possible consistent with any standards subsequently developed.